Year 6 illustrations
| Reading |
Writing |
|---|---|
| Plight of the Sea Turtle (Reading) | Bottle Submarine (Writing) |
| The Vege Car (Reading) | ‘A Conversation’ (Writing) |
| “A Flying Ostrich” (Reading) | Recycling (Writing) |
| Shadows (Writing) |
Literacy Learning Progressions: End of year 6
By the end of year 6, students are required to create a variety of texts in order to think about, record, and communicate experiences, ideas, and information across the curriculum. To meet the standard, students draw on the knowledge, skills, and attitudes for writing described in the Literacy Learning Progressions for students at this level.
The difference in the standard for year 6 [as compared with year 5] is the students’ increased accuracy and fluency in writing a variety of texts across the curriculum, their level of control and independence in selecting writing processes and strategies, and the range of texts they write. In particular, by the end of year 6, students will be required to write more complex texts than students in year 5 and to be more effective in selecting different strategies for different writing purposes. (Reading and Writing Standards, page 31)
As part of an integrated social studies and health inquiry, the students in this year 5–6 class are investigating the importance of recycling to the environment. They have been exploring different aspects of recycling and have learnt about the impact of recycling on natural resources and about how they can make a difference by recycling. In the example below, the student writes a brief summary explaining why it is necessary to recycle and what actions can make a difference.
The following example illustrates aspects of the task and text and demonstrates how a student engages with both task and text to meet the writing demands of the curriculum. A number of such examples would be used to inform the overall teacher judgment for this student.
